1. Wow! Never had I thought about small groups as such powerful tools to mentor readers into developing reading identities and address the engagement problem. It makes such sense to think about using groups of other readers to help readers become reflective of their choices, goals, etc. That surely reflects real-life reading.
How about you? When initially reading the different types of small-group conferences (first presented through the boxes on p. 69) what was your immediate thought about these purposes? If they widened your view of the use of small groups to support engagement, how specifically?
Like Mike I am new to Reading Workshop but sometime we need to get out of the way. As stated on pg. 69, (the gray box) What is my motivation to read. Like children I'm all over the place at times. I finish what meets my needs. As an educator I need to move my students toward the understanding of "what a read is" and "what is this thing called reading". As I develop the support my students need I am creating a Master Teacher. Margaret Fox
I have never given my first graders a reading interest inventory. I usually had so many non-writers I was afraid of the outcome! I do, however, watch them and kept track of their time on task. Jen calls this an engagement inventory. I have used this information to encourage those reading to become more engaged in their reading but I always had a few I couldn't convince. I liked chapter 3 and the information I found to help those students find their "home run book". I like the idea of grouping students in a way to model reading engagement.
I want to try using small-groups to accomplish all four of the conferences. I see a value in each one and I know I will have students who would benefit from them. Many of my students have a difficult time seeing themselves as readers. There are those who spend forever book shopping because they can't find anything good. The small group conferences I have not used are: teaching self monitoring and setting their own reading goals. Thinking of past students, these are two areas that stood out. I believed I had no way of supporting these readers. I am excited about digging into these areas and presenting strategies to help my students. Deb McLeod
I'm new to the reading workshop methods so it is esy for me to say,"I never thought of that as a way to use small groups to help my readers." When we keep coming back to the idea of using small groups to form associations based on level, skill, or strategy, I see that small groups are a very flexible tool to help our readers gain strength in their reading. I had never really thought about a reading identity before and how coaching students toward that would be a powerful way to help them with engagement. I found the section p.71"My job now becomes helping them expand their possibilities and concept of what it means to be a reader, to give them permission to abandon books that don't work for them, and to mentor them into reflecting on their own reading tastes so they can better find a book that will keep them engaged." to really hit home for me. I've battled students before about reading, the choices they make, and the time they spent reading. If I can provide them the tools to make better choices on their own, move away from the teacher-centered choices, and let them build their own identities it makes sense for me to believe that they will become more accountable for their learning and be more engaged. I want my students to be able to say,"This book isn't for me" and know that it is OK, as long as they continue to look for their just-right book. A just-right book that encompasses their interest, engagement, and comprehension levels. Mike
I really liked this chapter and the concept of developing a reading identity for our students...I love Mike's thoughts on this topic too and think he is right on the money when he talks about getting away from teacher-centered choices and helping children make better choices on their own to really increase their engagement and interest in reading. The idea that there are several reasons to gather small groups in a classroom isn't new to me but I really like the way the author pinpointed the specific reasons she sees for gathering groups...I also like her structure for small group instruction: connect, teach, engage, link...this is perfect and simple. It provides a clear focus and allows the teacher to get in and get out instead of making the group meeting too long and boring for the students.
I really love how she talks about her nightstand and all of the books she has there that she is either reading or planning to read and how looking at them everyday reminds her that she wants to read them...the idea that we teach kids to do this is revolutionary in my mind...as educators we are so focused on starting a book and finishing a book...reading it in order...answering boring questions...not starting something new until we are done with the first book so we don't get confused or lose track of the comprehension...well...I read like the author...I have about 6 novels under my bed, 10 magazines in my to go bag, 3 books on my iPad, 1 book on CD in my car and 2 professional books on the couch. If I had to stick to one book at a time, I would be totally irritated and possibly lose interest. I like to think in my head...hmmm...what do I feel like reading right now and then grab it and read! I have reading plans and set goals for myself...I never really did this until about 7 years ago when I decided I needed to be a better writing teacher and started to read professionally---I was amazed at what I learned and couldn't believe all of the great books available to make me a better teacher. This excitement carried over to my classroom...I spent all of my extra money buying books for my class and talked to my class about how much I loved to read! As a principal, I really work to encourage my staff to read professionally...I share books and articles with them regularly in hopes that they will "catch the bug" to read about ways to enhance their teaching skills. I think everyone should have a reading identity...teaching kids and adults to explore their own interests in books and topics to increase engagement is a great mission for all of us in education. Information is power! :) Carol Dawson
Chapter 3 from Bobbi Friend #1 - The question of engagement and using small groups to foster engagement is very powerful. As I begin teaching sixth grade, engagement will be the key for successful readers and successful reader’s workshop. The students will need to be energized and recharged about their reading and that will occur in many ways, including using small groups. On page 68 the author talks about the engaged reading looking many different ways. When we look at our students, a love of reading might have more than a few profiles. Each reader will have his own habits, rhythms, patterns, or tastes. When I think of myself as a reader, I am most engaged in text when I have the ability to choose what I read. I prefer to read fiction with rich characters, but it needs to have a meaning. I enjoy historical fiction, Christian fiction, and something that teaches without being complete nonfiction. As a teacher, it is my job to help students discover what they like to read and then developing small groups to help in their instruction can be important, as well as exciting. I think that I will use small groups quite often in sixth grade.
I think that reading workshop is a very effective way to meet the needs of students in my classroom. I have never broken down the groups into helping them identify themselves as readers and to help them be actively engaged with reading. I think these ideas for groups are the backbone of what it takes to have the students become successful readers. I used reading workshop and small group conferences for teaching skills, listening to them read and to check comprehension not to support them with developing their own reading identity, support better book choices, help with disengagement and with helping them establish their own goals as a reader. Ronda
I have always taught small-groups with a focus on a reading skill, and I supported children with establishing one's self as a reader during conferences and whole-group mini-lessons. This chapter pushed me to see that I could use a small-group setting to support several children at one time in developing their reading identities and being actively engaged in their reading. After giving the interest inventory in the fall, I find that most of my students don't like to read, have a hard time identifying a book or series that they love, don't like to read for long periods of time, and think that they aren't good readers. During independent reading time, they often choose books that aren't at their independent reading level, and some have difficulty being engaged in reading. Seeing that skilled readers read more than struggling readers, it is critical that at-risk readers are engaged in their reading during independent reading time in the classroom. I felt that this chapter gave me support in using small-groups to foster engagement.
In previous years, I had opportunities to come into the classroom during independent reading time and support my students with book choice as well as monitor their reading logs. However, now I am pulling out small groups or individuals. I feel it is important for me to understand the student as a reader, not just the student's reading ability. I would like to develop a hybrid of my former push-in model so I can check in with them on their journey to developing a reading identity as well as monitor engagement. I would love to take time to observe them during independent reading time in their classrooms, and maybe do a quick small-group in the classroom with students who are struggling with engagement. This chapter will definately lead to some discussions with my administrator and staff as to how I can support readers with engagement in the classroom. Very exciting! ~Stephanie Benedict
2. What were you reactions and reflections regarding the small group described on pages 72-78 as we heard ways to mentor readers into developing a reading identity? This was our first small group script of many and it may be supportive for us to look closely at the structure and content of this example before moving forward. Many of the subsequent small group examples in this text are presented similarly.
So what were your initial thoughts about the content, delivery and/or structure Jen outlined? What about this example pushed your thinking? What solidified understandings you currently hold? What work have you done with students that is similar to this purpose of developing reading identities? Do you see something similar to this example fitting into your upcoming year?
As I mentioned above, I like Jen's structure...it's simple and focused. I think the most important part is simply telling the students why you have gathered them. I am always more invested in learning and listening when I know the learning objective upfront. It helps me sort the information I am getting in my head to make the learning objective more clear to me. I imagine it is this way for many learners. This year, I bought all of my teachers a bulls eye target in the hunting isle at Walmart...I used it during a writing PD day encouraging them all to use it to show students what the target of the day's lesson would be...in my walk throughs...I sometimes find a lack of focus in the classroom or I ask kids what they are learning and they don't have a clear concept of what they are learning. I think we could get more benefit from our lessons if we simply share the burden of the goal with our learners. Carol Dawson
Thank you Carol. You are so right. I think that my students know what they are learning only to discover what I thought the "target" was had not been clear to my students. I love the idea of the "target" in my classroom. As I set up my Reader Workshop this is an area I can build into a Minilesson. I will set up the "target" area in my room. This will be built into my first Unit.
Margaret Fox
I also liked the idea of telling my students why I have gathered them together. It never occured to me that setting the stage, so to speak, might actually be getting their minds ready and focused! The organization of the small group mirrors the mini-lesson structure of reading workshop. This is familiar to me and will help me make the most of small group time. Jen's outline is a very clear way to stay organized. I do see this fitting into my classroom and improving my instruction. Deb McLeod
Chapter 3 from Bobbi Friend #2 – The way that Jen structured this lesson was simple and easy to follow. I like the steps that she used – Connect: tell the readers why they have been gathered, Teach: model your own reflections, Engage: invite children to try what was just modeled, Link: to their own independent work-choosing books from the library. I plan to use these steps in my regular reader’s workshop lessons with the whole class so it should be easy to use this process with small groups. I appreciate the reason for grouping the students in the example. Readers who are disengaged or apathetic can be detrimental for the entire classroom when we are using reader’s workshop. I like the way Jen introduced the lesson by simply stating that it is her goal to help her students fall in love with books. My reason for taking on the new challenge of teaching sixth grade reading is to have my students fall in love with books. During her modeling step, one of the points Jen makes is that reading isn’t like Brussels sprouts – you don’t have to force yourself to read stuff that you don’t care less about. In the engage step, Jen states that the biggest challenge in this lesson is having students be honest about how they feel about books and book abandonment because they want to make a good impression. Finally, during the link part of the lesson she sends the children off to the classroom library to find books. Because the structure of the lesson makes sense to me and seems easy to follow, I will find it easier to use these small groups in my class.
Jen wrote "My job now becomes helping them expand their possibilities and concept of what it means to be a reader, to give them permission to abandon books that do'nt work for them, and to mentor them into reflecting on their own reading tastes so they can better find a book that will keep them engaged" on page 71. This quote really got me thinking. If I had to name my number one goal as a teacher, it would be to help foster a passion for reading, and all that one can discover through books. I find it especially important for my at-risk readers to help them find the love for reading amongst the frustration and inhibition. I always felt that immersing the chlidren in a literacy-based classroom with a variety of texts, books at their level, time to talk about books, and a classroom culture of enthusiasm about reading would foster a reading identity for each child. However, this quote made me think that there's more to helping them along; there's some actual teaching involved on how to become a "reader".
I totally agree with Jen that my mission, along with the classroom teacher's, is to find that "home run" book for them to get them hooked into reading. I never thought of using my Title I time with them to teach them how to be a reader, not just how to read. I can see myself leading this lesson with my small groups at the beginning of the year and then checking in with them periodically to see if they're on their way to developing a reading identity. I could also see this lesson as a whole-class minilesson, maybe linked to one about book choice during independent reading time. ~Stephanie Benedict
I like how on pg 74 the teacher modeled her reading inventory likes. There was so much information in the handwritten inventories. At the beginning of the year with 2 grades I’m not sure I could have gotten so many details. I would again give the form to the parents. A form—simple short answer form would be given to the children right way. Later in the month of September, I would give the students a chance to handwrite a narrative about how they feel about writing. KDN
3. This chapter provided detailed, scripted examples of four different small groups, three in the format of the small group structure Jen has provided for us in this text including a “connect and compliment”, “teach”, “engage”, and “link”. What common threads did you see among all four examples? (It is sometimes helpful to look a the “teach” for each example, then the “engage” for each example and so on.)
What did you notice in the teaching moves across each type of engagement small group? Please don’t hesitate to offer any thoughts you may have – not just about the content, but possibly also about the language used, teacher stance, tools, scaffolding, or expectations to name some options.
The component that stuck out most to me was the "link" part of each lesson. In teaching, we are always trying to build independent learners but some of our learners are constantly looking at us for what to do next. They are almost trapped by needing our direction or approval to move on to the next step. With Jen's group style, the small groups always finish with "what to do next" for the children. They can take their new learnig and practice it immediately which will increase their chances for making practical use of the lesson learned right now and carrying the new knowledge in to the future. It is a constant battle to help kids get "unstuck" and using the "link" at the end of the lesson keeps learners from getting "stuck" in the first place. :) Carol Dawson
The what I call "Lucy language" definately shows in all of the small groups. I love how gentle and encouraging the language is but there is always a sense of responsibility or the expectation the the students will take this lesson and use it in their reading. I like that there is a clear message about what to do and how to do it so the students can hopefully identify what is challenging them and recall a strategy to help them move on as readers. --Jodee Tuttle
I see the reading workshop mini-lesson structure to be the same as the small group format. I see the connect and link part of the lessons as very important. So many times these are the areas students have trouble with. I see that by giving my students the reason for getting together I am giving them a stake in the learning. Carol is so right about getting our students to be independent learners. By presenting a small group with direction on what they are responsible for can encourage self-help. The link might also be strengthened by having the group repeat what is expected of them when they are sent off to practice. Deb McLeod
4. Reflect on the concept of “sign-up” seminars. You may choose to specifically address aspects of this structure that would be of benefit to your work this year or raise lingering questions you may have.
Choice is important in helping students become engaged in their learning. Sign-up seminars are an excellent way to provide that choice. As our readers get better at self-monitoring their reading and their needs, a sign-up option becomes a "no-brainer" for many of them. When we model how these seminars work with readers of different levels the peer aspect brings in a higher level of buy-in from all of our readers. Important too is,p94,"Because a student chooses to be part of a group, the kinds of accountability measures I usually put in place aren't always necessary." Students in these groups are setting goals, and tend to hold each other accountable for success. I found the chart on p.94,"Sign-Up Semianr Topic Ideas" to be a great place to start and a good resource to ask students to generate ideas for sign-ups that they believe would be helpful for themselves and others. Mike
I loved this idea! Choice=engagement! I also believe that we all know our own weaknesses better than anyone else and our desire to turn weaknesses into strengths would certainly make these "sign up" seminars a big hit in the classroom. As adults, we are given regular professional development opportunities. As a teacher myself, I ALWAYS learned more during the PD sessions I chose for myself over the ones I was assigned to participate in...this is something I am working on as an administrator...providing more choice on our district PD days so my staff can have more control over their professional learning. Carol Dawson
I believe that allowing children to choose the types of things they want support with and having them set their own goals would motivate them, affect what they learn and to help them to remember what they have read. I know that when I have a choice of what I want to read I am more interested and can set my own purpose for reading which helps me to get more out of what I have read and I can remember more of what I have covered. Ronda
I'm not sure how this concept would work with first graders. Getting students to verbalize what they are doing as a reader seems a difficult goal. I do use anchor charts and posters to help students with their reading. I try to get my students to think about what they already know to help them over rough spots. I guess what I have been doing is giving my students opportunities to choose their books but I have not asked what kind of support they think they need. I decided that for them. I would like to have more guidance on this procedure.
In addition to the questions and thoughts above, here is a place to post our other ideas and burning questions about chapter three, if any...
1. Wow! Never had I thought about small groups as such powerful tools to mentor readers into developing reading identities and address the engagement problem. It makes such sense to think about using groups of other readers to help readers become reflective of their choices, goals, etc. That surely reflects real-life reading.
How about you? When initially reading the different types of small-group conferences (first presented through the boxes on p. 69) what was your immediate thought about these purposes? If they widened your view of the use of small groups to support engagement, how specifically?
Like Mike I am new to Reading Workshop but sometime we need to get out of the way. As stated on pg. 69, (the gray box) What is my motivation to read. Like children I'm all over the place at times. I finish what meets my needs. As an educator I need to move my students toward the understanding of "what a read is" and "what is this thing called reading". As I develop the support my students need I am creating a Master Teacher.Margaret Fox
I have never given my first graders a reading interest inventory. I usually had so many non-writers I was afraid of the outcome! I do, however, watch them and kept track of their time on task. Jen calls this an engagement inventory. I have used this information to encourage those reading to become more engaged in their reading but I always had a few I couldn't convince. I liked chapter 3 and the information I found to help those students find their "home run book". I like the idea of grouping students in a way to model reading engagement.
I want to try using small-groups to accomplish all four of the conferences. I see a value in each one and I know I will have students who would benefit from them. Many of my students have a difficult time seeing themselves as readers. There are those who spend forever book shopping because they can't find anything good. The small group conferences I have not used are: teaching self monitoring and setting their own reading goals. Thinking of past students, these are two areas that stood out. I believed I had no way of supporting these readers. I am excited about digging into these areas and presenting strategies to help my students. Deb McLeod
I'm new to the reading workshop methods so it is esy for me to say,"I never thought of that as a way to use small groups to help my readers." When we keep coming back to the idea of using small groups to form associations based on level, skill, or strategy, I see that small groups are a very flexible tool to help our readers gain strength in their reading. I had never really thought about a reading identity before and how coaching students toward that would be a powerful way to help them with engagement.
I found the section p.71"My job now becomes helping them expand their possibilities and concept of what it means to be a reader, to give them permission to abandon books that don't work for them, and to mentor them into reflecting on their own reading tastes so they can better find a book that will keep them engaged." to really hit home for me. I've battled students before about reading, the choices they make, and the time they spent reading. If I can provide them the tools to make better choices on their own, move away from the teacher-centered choices, and let them build their own identities it makes sense for me to believe that they will become more accountable for their learning and be more engaged.
I want my students to be able to say,"This book isn't for me" and know that it is OK, as long as they continue to look for their just-right book. A just-right book that encompasses their interest, engagement, and comprehension levels.
Mike
I really liked this chapter and the concept of developing a reading identity for our students...I love Mike's thoughts on this topic too and think he is right on the money when he talks about getting away from teacher-centered choices and helping children make better choices on their own to really increase their engagement and interest in reading. The idea that there are several reasons to gather small groups in a classroom isn't new to me but I really like the way the author pinpointed the specific reasons she sees for gathering groups...I also like her structure for small group instruction: connect, teach, engage, link...this is perfect and simple. It provides a clear focus and allows the teacher to get in and get out instead of making the group meeting too long and boring for the students.
I really love how she talks about her nightstand and all of the books she has there that she is either reading or planning to read and how looking at them everyday reminds her that she wants to read them...the idea that we teach kids to do this is revolutionary in my mind...as educators we are so focused on starting a book and finishing a book...reading it in order...answering boring questions...not starting something new until we are done with the first book so we don't get confused or lose track of the comprehension...well...I read like the author...I have about 6 novels under my bed, 10 magazines in my to go bag, 3 books on my iPad, 1 book on CD in my car and 2 professional books on the couch. If I had to stick to one book at a time, I would be totally irritated and possibly lose interest. I like to think in my head...hmmm...what do I feel like reading right now and then grab it and read! I have reading plans and set goals for myself...I never really did this until about 7 years ago when I decided I needed to be a better writing teacher and started to read professionally---I was amazed at what I learned and couldn't believe all of the great books available to make me a better teacher. This excitement carried over to my classroom...I spent all of my extra money buying books for my class and talked to my class about how much I loved to read! As a principal, I really work to encourage my staff to read professionally...I share books and articles with them regularly in hopes that they will "catch the bug" to read about ways to enhance their teaching skills. I think everyone should have a reading identity...teaching kids and adults to explore their own interests in books and topics to increase engagement is a great mission for all of us in education. Information is power! :) Carol Dawson
Chapter 3 from Bobbi Friend #1 - The question of engagement and using small groups to foster engagement is very powerful. As I begin teaching sixth grade, engagement will be the key for successful readers and successful reader’s workshop. The students will need to be energized and recharged about their reading and that will occur in many ways, including using small groups. On page 68 the author talks about the engaged reading looking many different ways. When we look at our students, a love of reading might have more than a few profiles. Each reader will have his own habits, rhythms, patterns, or tastes. When I think of myself as a reader, I am most engaged in text when I have the ability to choose what I read. I prefer to read fiction with rich characters, but it needs to have a meaning. I enjoy historical fiction, Christian fiction, and something that teaches without being complete nonfiction. As a teacher, it is my job to help students discover what they like to read and then developing small groups to help in their instruction can be important, as well as exciting. I think that I will use small groups quite often in sixth grade.
I think that reading workshop is a very effective way to meet the needs of students in my classroom. I have never broken down the groups into helping them identify themselves as readers and to help them be actively engaged with reading. I think these ideas for groups are the backbone of what it takes to have the students become successful readers. I used reading workshop and small group conferences for teaching skills, listening to them read and to check comprehension not to support them with developing their own reading identity, support better book choices, help with disengagement and with helping them establish their own goals as a reader. Ronda
I have always taught small-groups with a focus on a reading skill, and I supported children with establishing one's self as a reader during conferences and whole-group mini-lessons. This chapter pushed me to see that I could use a small-group setting to support several children at one time in developing their reading identities and being actively engaged in their reading. After giving the interest inventory in the fall, I find that most of my students don't like to read, have a hard time identifying a book or series that they love, don't like to read for long periods of time, and think that they aren't good readers. During independent reading time, they often choose books that aren't at their independent reading level, and some have difficulty being engaged in reading. Seeing that skilled readers read more than struggling readers, it is critical that at-risk readers are engaged in their reading during independent reading time in the classroom. I felt that this chapter gave me support in using small-groups to foster engagement.
In previous years, I had opportunities to come into the classroom during independent reading time and support my students with book choice as well as monitor their reading logs. However, now I am pulling out small groups or individuals. I feel it is important for me to understand the student as a reader, not just the student's reading ability. I would like to develop a hybrid of my former push-in model so I can check in with them on their journey to developing a reading identity as well as monitor engagement. I would love to take time to observe them during independent reading time in their classrooms, and maybe do a quick small-group in the classroom with students who are struggling with engagement. This chapter will definately lead to some discussions with my administrator and staff as to how I can support readers with engagement in the classroom. Very exciting! ~Stephanie Benedict
2. What were you reactions and reflections regarding the small group described on pages 72-78 as we heard ways to mentor readers into developing a reading identity? This was our first small group script of many and it may be supportive for us to look closely at the structure and content of this example before moving forward. Many of the subsequent small group examples in this text are presented similarly.
So what were your initial thoughts about the content, delivery and/or structure Jen outlined? What about this example pushed your thinking? What solidified understandings you currently hold? What work have you done with students that is similar to this purpose of developing reading identities? Do you see something similar to this example fitting into your upcoming year?
As I mentioned above, I like Jen's structure...it's simple and focused. I think the most important part is simply telling the students why you have gathered them. I am always more invested in learning and listening when I know the learning objective upfront. It helps me sort the information I am getting in my head to make the learning objective more clear to me. I imagine it is this way for many learners. This year, I bought all of my teachers a bulls eye target in the hunting isle at Walmart...I used it during a writing PD day encouraging them all to use it to show students what the target of the day's lesson would be...in my walk throughs...I sometimes find a lack of focus in the classroom or I ask kids what they are learning and they don't have a clear concept of what they are learning. I think we could get more benefit from our lessons if we simply share the burden of the goal with our learners. Carol DawsonThank you Carol. You are so right. I think that my students know what they are learning only to discover what I thought the "target" was had not been clear to my students. I love the idea of the "target" in my classroom. As I set up my Reader Workshop this is an area I can build into a Minilesson. I will set up the "target" area in my room. This will be built into my first Unit.
Margaret Fox
I also liked the idea of telling my students why I have gathered them together. It never occured to me that setting the stage, so to speak, might actually be getting their minds ready and focused! The organization of the small group mirrors the mini-lesson structure of reading workshop. This is familiar to me and will help me make the most of small group time. Jen's outline is a very clear way to stay organized. I do see this fitting into my classroom and improving my instruction. Deb McLeod
Chapter 3 from Bobbi Friend #2 – The way that Jen structured this lesson was simple and easy to follow. I like the steps that she used – Connect: tell the readers why they have been gathered, Teach: model your own reflections, Engage: invite children to try what was just modeled, Link: to their own independent work-choosing books from the library. I plan to use these steps in my regular reader’s workshop lessons with the whole class so it should be easy to use this process with small groups. I appreciate the reason for grouping the students in the example. Readers who are disengaged or apathetic can be detrimental for the entire classroom when we are using reader’s workshop. I like the way Jen introduced the lesson by simply stating that it is her goal to help her students fall in love with books. My reason for taking on the new challenge of teaching sixth grade reading is to have my students fall in love with books. During her modeling step, one of the points Jen makes is that reading isn’t like Brussels sprouts – you don’t have to force yourself to read stuff that you don’t care less about. In the engage step, Jen states that the biggest challenge in this lesson is having students be honest about how they feel about books and book abandonment because they want to make a good impression. Finally, during the link part of the lesson she sends the children off to the classroom library to find books. Because the structure of the lesson makes sense to me and seems easy to follow, I will find it easier to use these small groups in my class.
Jen wrote "My job now becomes helping them expand their possibilities and concept of what it means to be a reader, to give them permission to abandon books that do'nt work for them, and to mentor them into reflecting on their own reading tastes so they can better find a book that will keep them engaged" on page 71. This quote really got me thinking. If I had to name my number one goal as a teacher, it would be to help foster a passion for reading, and all that one can discover through books. I find it especially important for my at-risk readers to help them find the love for reading amongst the frustration and inhibition. I always felt that immersing the chlidren in a literacy-based classroom with a variety of texts, books at their level, time to talk about books, and a classroom culture of enthusiasm about reading would foster a reading identity for each child. However, this quote made me think that there's more to helping them along; there's some actual teaching involved on how to become a "reader".
I totally agree with Jen that my mission, along with the classroom teacher's, is to find that "home run" book for them to get them hooked into reading. I never thought of using my Title I time with them to teach them how to be a reader, not just how to read. I can see myself leading this lesson with my small groups at the beginning of the year and then checking in with them periodically to see if they're on their way to developing a reading identity. I could also see this lesson as a whole-class minilesson, maybe linked to one about book choice during independent reading time. ~Stephanie Benedict
I like how on pg 74 the teacher modeled her reading inventory likes. There was so much information in the handwritten inventories. At the beginning of the year with 2 grades I’m not sure I could have gotten so many details. I would again give the form to the parents. A form—simple short answer form would be given to the children right way. Later in the month of September, I would give the students a chance to handwrite a narrative about how they feel about writing. KDN
3. This chapter provided detailed, scripted examples of four different small groups, three in the format of the small group structure Jen has provided for us in this text including a “connect and compliment”, “teach”, “engage”, and “link”. What common threads did you see among all four examples? (It is sometimes helpful to look a the “teach” for each example, then the “engage” for each example and so on.)
What did you notice in the teaching moves across each type of engagement small group? Please don’t hesitate to offer any thoughts you may have – not just about the content, but possibly also about the language used, teacher stance, tools, scaffolding, or expectations to name some options.
The component that stuck out most to me was the "link" part of each lesson. In teaching, we are always trying to build independent learners but some of our learners are constantly looking at us for what to do next. They are almost trapped by needing our direction or approval to move on to the next step. With Jen's group style, the small groups always finish with "what to do next" for the children. They can take their new learnig and practice it immediately which will increase their chances for making practical use of the lesson learned right now and carrying the new knowledge in to the future. It is a constant battle to help kids get "unstuck" and using the "link" at the end of the lesson keeps learners from getting "stuck" in the first place. :) Carol DawsonThe what I call "Lucy language" definately shows in all of the small groups. I love how gentle and encouraging the language is but there is always a sense of responsibility or the expectation the the students will take this lesson and use it in their reading. I like that there is a clear message about what to do and how to do it so the students can hopefully identify what is challenging them and recall a strategy to help them move on as readers. --Jodee Tuttle
I see the reading workshop mini-lesson structure to be the same as the small group format. I see the connect and link part of the lessons as very important. So many times these are the areas students have trouble with. I see that by giving my students the reason for getting together I am giving them a stake in the learning. Carol is so right about getting our students to be independent learners. By presenting a small group with direction on what they are responsible for can encourage self-help. The link might also be strengthened by having the group repeat what is expected of them when they are sent off to practice. Deb McLeod
4. Reflect on the concept of “sign-up” seminars. You may choose to specifically address aspects of this structure that would be of benefit to your work this year or raise lingering questions you may have.
Choice is important in helping students become engaged in their learning. Sign-up seminars are an excellent way to provide that choice. As our readers get better at self-monitoring their reading and their needs, a sign-up option becomes a "no-brainer" for many of them. When we model how these seminars work with readers of different levels the peer aspect brings in a higher level of buy-in from all of our readers. Important too is,p94,"Because a student chooses to be part of a group, the kinds of accountability measures I usually put in place aren't always necessary." Students in these groups are setting goals, and tend to hold each other accountable for success. I found the chart on p.94,"Sign-Up Semianr Topic Ideas" to be a great place to start and a good resource to ask students to generate ideas for sign-ups that they believe would be helpful for themselves and others.Mike
I loved this idea! Choice=engagement! I also believe that we all know our own weaknesses better than anyone else and our desire to turn weaknesses into strengths would certainly make these "sign up" seminars a big hit in the classroom. As adults, we are given regular professional development opportunities. As a teacher myself, I ALWAYS learned more during the PD sessions I chose for myself over the ones I was assigned to participate in...this is something I am working on as an administrator...providing more choice on our district PD days so my staff can have more control over their professional learning. Carol Dawson
I believe that allowing children to choose the types of things they want support with and having them set their own goals would motivate them, affect what they learn and to help them to remember what they have read. I know that when I have a choice of what I want to read I am more interested and can set my own purpose for reading which helps me to get more out of what I have read and I can remember more of what I have covered. Ronda
I'm not sure how this concept would work with first graders. Getting students to verbalize what they are doing as a reader seems a difficult goal. I do use anchor charts and posters to help students with their reading. I try to get my students to think about what they already know to help them over rough spots. I guess what I have been doing is giving my students opportunities to choose their books but I have not asked what kind of support they think they need. I decided that for them. I would like to have more guidance on this procedure.
In addition to the questions and thoughts above, here is a place to post our other ideas and burning questions about chapter three, if any...